2015-2017 Dalmeny Public School School Plan...Student Learning Support Officers (SLSO). In Term 3 of...

School plan 2015-2017Dalmeny Public School 4634

Printed on: 7 May, 2017 of 9 Dalmeny Public School 4634 (2015-2017)

School background 2015–2017

School vision statement School context School planning process

We promote quality teaching and learning opportunities in arespectful, supportive and inclusive environment.

At Dalmeny:

• We are committed to guiding each student to reachhis/her potential in academics, the arts, sport, welfare,citizenship and leadership.

• Students are welcome, safe, valued and respected.

• Students are supported by consistent, fair welfarepractices.

• Learning environments are inclusive, positive andcalm.

• Communication between all school stakeholders istimely, honest, open and based on welcoming,supportive relationships.

• Professional relationships are inclusive, respectful,consultative, collaborative, supportive and consistent.

Dalmeny Public School is a large P1 school in Prestons,South West Sydney. We are a member of the LiverpoolNetwork of Schools in the Ultimo Group. Our enrolment forthe 2015 – 2017 planning period exceeds 1,000 students.

The Dalmeny Public School Family Occupation andEducation Index (FOEI) is 88. The higher the FOEImeasurement, the higher the level of disadvantage, withfigures ranging from 300. The FOIE is developed usinginformation provided on student enrolment forms.

The socio–economic status of the school community iswide–ranging, with 65% of our families falling in the middletwo FOEI socio–economic quartiles. Fifteen percent fall inthe lowest and the remaining 20% are in the highestsocioeconomic quartile.

Our students are from a diverse range of culturalbackgrounds. Our community has 81 different countries ofbirth registered, and 66 different language backgroundgroups

recorded. The dominant languages being Hindi and Urdu,Arabic, Macedonian and Samoan.

Dalmeny Public School has 25 students of Aboriginalbackground, which represents 2.5% of enrolled students.

Our parents, students and staff embrace our SpecialEducation Unit which consists of two IO classes and anIO/Autism class. Our school is staffed by one Principal, twoDeputy Principals, six Assistant Principals and 56 teacherswho deliver programs to 42 classes in either a full–time orpart–time capacity. Eighteen of our teachers are currentlyemployed in

temporary engagement positions.

The non–teaching staff consists of our School AdminManager, four Admin Officers, a General Assistant and sixStudent Learning Support Officers (SLSO).

In Term 3 of 2014, a comprehensive process wasundertaken to establish goals for Dalmeny Public Schoolacross student learning, staff learning and professionalpartnerships. An evaluation team, consisting of Executiveand teaching staff, ensured key stakeholders were involvedin this process by:

• holding focussed discussions with the P&C;

• seeking written, collaborative feedback from staff; and

• surveying and interviewing students.

All information was collated, with key, consistent themesemerging from all groups. These themes formed the basisof the practices outlined in this document and were fused

together to create our strategic directions.

Staff feedback was again sought to develop our products,with current programs evaluated against a range of datasources available. Together, the products and practicesformed the

outcomes of our plan, against which implementationstrategies and milestones were collaboratively developed.

The Dalmeny 2015–2017 School Plan flows from thestrategic directions and sets clear goals and targets for ourwork. It forms the basis for the school’s improvement anddevelopment directions for the next three years inpartnership with the parents and community.

Each strategic direction provides details of the purpose(why), people and processes (how) and products andpractices (what) that are to be realised throughimplementation of the plan.

Mr Clayton Reedie

Principal


School strategic directions 2015–2017

STRATEGICDIRECTION 1

Delivering high quality studentlearning: Embedding a cultureof high expectations, holisticlearning and differentiated

curriculum for students.


Creating outstanding teachersand educational leaders:

Providing ongoing, differentiatedprofessional learning to support

quality teaching practice andleadership.


Fostering productive, supportiveprofessional partnerships:

Enhance relationships with oureducational partners to supportstudents, improve our practice

and serve the Dalmenycommunity.

Purpose:

To develop independent, responsible life–longlearnersthrough the provision of high quality learningprograms.

To maximise success for all students through thedevelopmentof programs to meet the academic, social andwelfare needs of every student.

Purpose:

To embed a culture of individual and collective efficacy,where teachers are provided with the support andprofessional learning to maximise their effectiveness aseducators and leaders.

Purpose:

To maximise success for students and enhance staffperformance through building strong, supportive,collaborative relationships with:

• students;

• parents;

• other educational institutions;

• DoE personnel;

• outside experts; and

• each member of the Dalmeny team.


Strategic Direction 1: Delivering high quality student learning: Embedding aculture of high expectations, holistic learning and differentiated curriculum forstudents.

Purpose People Processes Practices and Products

To develop independent, responsiblelife–long learnersthrough the provision ofhigh quality learning programs.

To maximise success for all studentsthrough the developmentof programs tomeet the academic, social and welfareneeds of every student.

Improvement Measures

Percentage of students in top two NAPLANbands equal to or greater than stateaverage in Years 3 and 5.

Student growth above state average in allareas. Subfocus: High achieving studentsdisplay equal to or above expected growth.

Improved results on PLAN data againstbaseline data and benchmarks.

Increasing evidence of studentengagement and learning through the useof 21C learning tools and strategies.

Students

Provide students with the strategies tobecome engaged learners who possesshigher order, critical thinking skills.

Staff

Build staff capacity to implement qualityteaching of English and Mathematicsthrough a professional learning focus on:

• New NSW Syllabuses;

• Literacy/Numeracy Continuums; and

• Engaging curriculum.

Build staff capacity to collaboratively planand differentiate programs in English,Mathematics, Science and History.

Parents/Carers

Empower parents to access andunderstand new syllabus documents anduse this knowledge to assist their children’slearning.

Community Partners

Foster key partnerships to enhance thework of our teachers to plan, implementand evaluate quality teaching and learningprograms.

Leaders

Ensure leaders have the means tocommunicate with our parents andeducational partners via a range of formaland informal processes.

1. Implement quality Literacy programs tocater for individual student need.

2. Implement quality Numeracy programsto cater for individual student need.

3. Develop engaging, motivating Sciencelessons for students.

4. Develop engaging, motivating Historylessons for students by:

4a Unpacking the History syllabus.

4b Ensuring resources support qualityHistory teaching and learning.

4c Designing Grade Content Overviews.

4d Trialling units of work.

4e Utilising ICT to enhance learning.

5. Developing engaging, differentiatedlessons utilising all future syllabuses.

6. Embedding the Wellbeing Frameworkinto practice at Dalmeny PS through:

6a Building teacher capacity to implementthe Wellbeing Framework across theschool.

6b Developing a neuroscience/emotionalintelligence approach to 21st centurylearning.

6c Consolidating and streamlining classand whole school behaviour managementpractices.

Evaluation Plan

Practices

A consistent approach to quality, holisticlearning experiences which maximiselearning time for students.

Students demonstrate higher order, criticalthinking skills.

Products

Differentiated teaching/learning programswhich are evidence–based, engaging andexplicitly teach the ‘fundamentals’.

Teaching/learning programs which use avariety of technologies to enhance learningfor students.

Inclusive learning environments driven byhigh expectations.


Strategic Direction 1: Delivering high quality student learning: Embedding aculture of high expectations, holistic learning and differentiated curriculum forstudents.

Improvement Measures People Processes Practices and Products

Build the capacity of the Executive toengage parents to better meet the needs ofour students.

Survey students and staff.

Collate school–based and external data.

Evaluate school meta–data from K–6learning programs and classroomobservations.


Strategic Direction 2: Creating outstanding teachers and educational leaders:Providing ongoing, differentiated professional learning to support quality teachingpractice and leadership.


To embed a culture of individual andcollective efficacy, where teachers areprovided with the support and professionallearning to maximise their effectiveness aseducators and leaders.


Increasing numbers of teachers taking onleadership roles.

Teachers successfully attaining higherlevels of accreditation.

Special TPL projects increasingly meet theprofessional learning needs of staff and thestrategic directions of the school.

Teachers accessing an increasing varietyof professional learning

strategies.

All staff actively engaged and committed tothe Teacher Performance & DevelopmentFramework.

Staff

This strategic direction targets thedevelopment of staff capacity across arange of endeavours. Please see theProcesses section and associatedmilestone sheets.

Community Partners

Foster key partnerships to enhance theprofessional learning of staff.

Leaders

Build capacity of Dalmeny leaders tomentor, guide and review effectiveprofessional learning programs for staff.

Develop the skills necessary for leaders tomanage budgets appropriately to enhanceteacher and student learning programs.

Provide opportunities, support andresources to empower teachers to beresponsible for their own professionallearning needs, including:

• Utilising the Performance &Development Framework;

• Special TPL projects;

• Implementation of the focus groupstructure.

Cater for individual teacher professionalgrowth through the

provision of:

• Mentorship and support for beginningand newly established teachers.

• Leadership opportunities for aspiringleaders.

• Programs to recognise, motivate andcater for expert and experienced staff.

• Structures for Executive staff to identifyareas of need and foster ongoingprofessional growth.

Evaluation Plan

Survey teachers.

Analyse school meta–data from the reviewstage of the Performance and DevelopmentFramework.

Analyse the four avenues of professionallearning: Focus

groups; Grade level professional learning;Special learning projects; andExpertise/experience nominations.

Practices

Leadership capacity, succession planningand career development is a focus of staffprofessional learning.

Staff learning includes opportunities tocollaborate, reflect and learn from eachother.

Products

Professional learning attuned to therequirements of staff, reflective of individualexpertise and/or experience.

Ongoing staff learning supported byeffective, supportive supervision processes.


Strategic Direction 2: Creating outstanding teachers and educational leaders:Providing ongoing, differentiated professional learning to support quality teachingpractice and leadership.



Strategic Direction 3: Fostering productive, supportive professional partnerships:Enhance relationships with our educational partners to support students, improveour practice and serve the Dalmeny community.


To maximise success for students andenhance staff performance through buildingstrong, supportive, collaborativerelationships with:

• students;

• parents;

• other educational institutions;

• DoE personnel;

• outside experts; and

• each member of the Dalmeny team.


Positive survey responses indicating parentsatisfaction with curriculum workshops.

Sustained increases in parental attendanceat P&C meetings.

The P&C Association meets the needs ofour parents and community.

School App access reaches 700 individualdownloads.

Staff access an increasing range ofprofessional learning providers andstrategies.

Students

Develop the skills and confidence instudents to contribute positively to theirrelationships with staff and each other atDalmeny Public School.

Staff

Provide staff with the skills andopportunities to access a range ofprofessional organisations and personnelto enhance professional learning andcurriculum delivery.

Parents/Carers

Empower the P&C to be representative ofcommunity needs, support schoolendeavours and be positive advocates forDalmeny Public School.

Community Partners

Foster key partnerships to enhance theprofessional learning of staff, ensure ourparents have a valuable voice in schooldirection and assist the learning of eachchild.

Leaders

Ensure leaders have the means tocommunicate with our parents andeducational partners via a range of formaland informal processes.

Build the capacity of the Executive toengage parents to better meet the needs ofour students.

1. Implement effective consultationprocedures with parents and educationalexperts regarding disabilities and learning.

2. Provide workshops for parents inEnglish, Mathematics, Science and History,focusing on the new syllabuses and relatedteaching strategies.

3. Review P&C operations to ensure theneeds of our parent community are beingmet.

4. Develop a range of formal and informalcommunication strategies with parents.

5. Foster professional relationships with arange of support providers to enhanceprofessional learning for teachers.

Evaluation Plan

Survey students, staff and parents.

Collate school–based and external data.

Conduct focussed feedback sessions withmembers of the school Parents & CitizensAssociation.

Practices

Parents are actively engaged in thecurriculum and welfare programs of theschool.

Staff access and work with a range ofpersonnel and organisations to enhanceprofessional learning.

A range of communication strategies areemployed to engage and inform parents.

Products

The Parents and Citizens Associationmeets the needs of the community, withmeetings well attended.

Professional partnerships support theacademic, emotional, welfare and physicalneeds of each child.


Strategic Direction 3: Fostering productive, supportive professional partnerships:Enhance relationships with our educational partners to support students, improveour practice and serve the Dalmeny community.



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